SAMPLE. QCS Skill Development Visual Literacy 105. Resource code: SR Extended Response SR Diagrams MC Figurative Language

Transcription

1 QS Skill evelopment Visual Literacy 105 SR Extended Response SR iagrams M Figurative Language Resource code:

2 Item escription - Skill evelopment For the Teachers Please note: any activity that is not completed during class time may be set for homework or undertaken at a later date. QS Skill evelopment Visual Literacy ctivity escription: The first activity requires students to write a brief analysis of the Van Gogh painting provided. They are asked to comment on various aspects of the painting. In the second activity, students are asked to answer short response-style questions based on the flow chart provided. Students must interpret the graph to answer the questions correctly. The third activity asks students to analyse two political cartoons and answer multiple choice questions about them. Purpose of ctivity: This lesson is designed to improve students understanding of visual literacy and thus their ability to correctly answer visual literacy questions in the QS Tests. Es: Interpreting the meaning of words or other symbols (α4) Interpreting the meaning of pictures/ illustrations (α5) Interpreting the meaning of tables or diagrams or maps or graphs (α6) Translating from one form to another (α7) Searching and locating items/ information (α52) Structuring/ organising extended written text (β21) Empathising (α28) omparing, contrasting (β29) Hypothesising (θ41) nalysing (θ43) Using vocabulary appropriate to a context (π10) Suggested Time llocation: This lesson is designed to take approximately an hour to complete 20 minutes per activity. Teaching Notes: fter students have completed each question, go through the answers as a class, encouraging discussion of the model responses and how students answers differed. iscuss the marking scheme with students so they understand how their work is assessed and how it would be marked in the actual QS Tests. Students should be aware that the difference between receiving an and a for a question could be as simple as leaving out the correct unit of measurement or failing to structure their response appropriately.

3 UNIT ONE ITEM 1[ *** ] Write a brief visual analysis of the painting below, entitled Portrait of r Gachet, by world-famous artist Vincent Van Gogh. r Gachet was a close friend of Van Gogh s. omment on the dark colours used (dark blue background, black clothing, maroon table), the position and expression of the subject, and what you think the image is trying to express.

4 Hint: think about the colours used and the expression on the subject s face. What emotion is being expressed? How is this supported by the surroundings?

5 The portrait of r Gachet Hint: think about the colours used and the expresses feelings of sadness, depression expression on the subject s face. What and suggests disillusionment. emotion is being expressed? How is this supported by the surroundings? The expression on Gachet s face is distinctively gloomy; a wrinkled forehead and tight mouth contribute to this emotion. His eyes in particular seem to be reminiscing about a past sadness, as if he is locked in a haunting memory. This emotion is magnified by his tired position, resting his head in his right hand and slumped over a table. He is holding a flower in his left hand, perhaps playing with it mindlessly while he thinks. Gachet is also looking into the distance, past the viewer. This position enhances the painting s overall feeling of desolation. The colour of the background (blue) adds to the depressing scene, as blue is almost universally seen as a sad or gloomy colour. The entire painting is composed of quite dark colours, which further create a lonely or sombre mood. The doctor s jacket is black rather than the typical white and the table is a dark maroon. Nothing in the painting is bright or colourful, and so nothing catches the viewer s eye. Through this, the composition of colours helps to illuminate r Gachet s melancholy and the overall hopelessness of the piece. The image is trying to capture a sad, depressing scene of r Gachet who is possibly disillusioned or wearied by life. The posture, expression, colours and background all contribute to this sentiment.

6 Marking Scheme Unit One In this unit, students were asked to write a visual analysis of the Van Gogh painting provided. They should have used the information given in the question, the hints and their knowledge of visual literacy. Es Present in Unit: 5 Interpreting the meaning of pictures/illustrations. 21 Structuring/organising extended written text. 28 Empathising. 41 Hypothesising. 43 nalysing. Item One: N O The response shows a thorough understanding of the information presented in the painting. The student accurately draws information from the introduction, the painting and the hints. The analysis demonstrates understanding of the use of colour, posture and expression, and uses this understanding to accurately articulate Gachet s emotions. The response draws conclusions and is structured in a logical manner throughout. The response shows a good understanding of the information presented in the painting. The student draws some information from the introduction, the painting and the hints. The analysis demonstrates understanding of at least two of: colour, posture and expression, and uses this understanding to comment on Gachet s emotions. The response draws conclusions and had some logical structure. The response shows some understanding of the information presented in the introduction, painting and hints. The analysis demonstrates understanding of at least one of: colour, posture and expression, and uses this understanding to comment on Gachet s emotions. The response may lack logical structure. The response attempts to show understanding of the information presented in the introduction, painting and hints. There was limited analysis of colour, posture and expression used to comment on Gachet s emotions. The response is unintelligible or does not satisfy the requirements for any other grade. No response has been made at any time. This marking scheme is continued on the next page...

7 Marking Scheme Unit One Model Response: The portrait of r Gachet expresses feelings of sadness, depression and suggests disillusionment. The expression on Gachet s face is distinctively gloomy; a wrinkled forehead and tight mouth contribute to this emotion. His eyes in particular seem to be reminiscing about a past sadness, as if he is locked in a haunting memory. This emotion is magnified by his tired position, resting his head in his right hand and slumped over a table. He is holding a flower in his left hand, perhaps playing with it mindlessly while he thinks. Gachet is also looking into the distance, past the viewer. This position enhances the painting s overall feeling of desolation. The dark blue of the background adds to the depressing scene, as blue is universally seen as a sad or gloomy colour. There is not detail to the background to hint at the setting. The entire painting is composed of quite dark colours, which further create a lonely or sombre mood. The doctor s jacket is black and the table is a dark maroon nothing in the painting is bright or colourful. Through this, the composition of colours helps to illuminate r Gachet s melancholy and the overall hopelessness of the piece. The image is trying to capture a sad, depressing scene of r Gachet who is possibly disillusioned or wearied by life. The posture, expression, colours and background all contribute to this sentiment.

8 UNIT TWO The flowchart below represents the steps involved in searching and applying for jobs. Job accepted ITEM 2 [ * ] Job offered Looking for jobs Find right job advertised Submit application Interview References checked ompared to other applicants Solid arrow = successful ashed arrow = unsuccessful Once a jobseeker has found a job advertisement that they are interested in, how many steps remain that they need to be successful in before they are offered a job?

9 ITEM 3 [ ** ] Why is there a dashed arrow from job offered back to looking for jobs? Include in your answer what this dashed arrow represents. ITEM 4 [ *** ] Flow charts (such as the one given) are excellent tools for outlining processes succinctly, but the same information can also be portrayed by a written explanation. Use the lines below to provide a written explanation of what the flow chart represents.

10 UNIT TWO The flowchart below represents the steps involved in searching and applying for jobs. Job accepted ITEM 2 [ * ] Job offered Looking for jobs Find right job advertised Submit application Interview References checked ompared to other applicants Solid arrow = successful ashed arrow = unsuccessful Once a jobseeker has found a job advertisement that they are interested in, how many steps remain that they need to be successful in before they are offered a job? Four: submit application, interview, references checked, compared to other applicants.

11 ITEM 3 [ ** ] Why is there a dashed arrow from job offered back to looking for jobs? Include in your answer what this dashed arrow have to take it. The dashed arrow represents the option of represents. ITEM 4 [ *** ] Just because the job seeker is offered a job doesn t mean they declining the job offer, in which case the job seeker would be back to looking for jobs. Flow charts (such as the one given) are excellent tools for outlining processes succinctly, but the same information can also be portrayed by a written explanation. Use the lines below to provide a written explanation of what the flow chart represents. The chart shows that a job seeker needs to begin by looking for jobs and find an advertised job. From this point, they may choose either to apply for this job submit application which would be considered successful and hence is indicated by the solid arrow. If they choose not to apply, they will need to go back to looking for jobs by following the dashed arrow. If they submit an application, they may be offered an interview (solid arrow) or they may be unsuccessful and have to return to looking for jobs (dashed arrow). If the interview is successful (solid arrow) the process continues; otherwise it is back to the beginning (dashed arrow). fter the interview, references are checked if these are satisfactory, the potential employer will compare to other applicants (solid arrow); if not, the jobseeker will need to go back to looking for jobs once again (dashed arrow). Finally, if the job seeker is deemed the best of all of the applicants (solid arrow), they will be offered the job; otherwise it is back to the start (dashed arrow). From this point, they can accept the job (solid arrow) or decline the offer and once again go looking for jobs (dashed arrow).

12 Marking Scheme Unit Two In this unit, students were required to interpret a flow chart in order to correctly answer the short response questions. Es Present in Unit: 6 Interpreting the meaning of tables or diagrams or maps or graphs. 7 Translating from one form to another. 10 Using vocabulary appropriate to a context. 52 Searching and locating items/ information. Item Two [ * ]: N O Model Response: The response gives the correct number of steps (four). The response gives a number one below or one above the correct answer (three or five). Response is unintelligible or does not satisfy the requirements for any other grade. No response has been made at any time. Four: submit application, interview, references checked, compared to other applicants. This marking scheme is continued on the next page...

13 Marking Scheme Unit Two...This marking scheme is continued from the previous page. Item Three [ ** ]: N O Model Response: The response clearly explains why there is a dashed arrow from job offered back to looking for jobs and includes what the dashed arrow represents. The response explains either why there is a dashed arrow from job offer back to looking for jobs or what the dashed arrow represents, but not both. The response attempts to explain why there is a dashed arrow from job offer back to looking for jobs and what the dashed arrow represents, but both of these explanations are inaccurate. Response is unintelligible or does not satisfy the requirements for any other grade. No response has been made at any time. Just because the job seeker is offered a job doesn t mean they have to take it. The dashed arrow represents the option of declining the job offer, in which case the job seeker would be back to looking for jobs. This marking scheme is continued on the next page...

14 Marking Scheme Unit Two...This marking scheme is continued from the previous page. Item Four [ *** ] N O Model Response: The response shows a clear understanding of the information presented in the flow chart and is written and explained in a logical and easy-to-follow manner. The response includes how each of the six solid and six dashed arrows were used in the flow chart. The response shows a clear understanding of the information presented in the flow chart and is written and explained in a fairly logical and easy-to-follow manner. The response includes how four or more of the solid arrows and four or more of the dashed arrows were used in the flow chart. The response shows a mostly correct understanding of the information presented in the flow chart but this may not be explained in a very logical or easy-to-follow manner. The response includes some mention of the solid and dashed arrows used in the flow chart. The response shows some correct understanding of the information presented in the flow chart. The response included little or no mention of the arrows used in the flow chart. Response is unintelligible or does not satisfy the requirements for any other grade. No response has been made at any time. The chart shows that a job seeker needs to begin by looking for jobs and find an advertised job. From this point, they may choose either to apply for this job submit application which would be considered successful and hence is indicated by the solid arrow. If they choose not to apply, they will need to go back to looking for jobs by following the dashed arrow. If they submit an application, they may be offered an interview (solid arrow) or they may be unsuccessful and have to return to looking for jobs (dashed arrow). If the interview is successful (solid arrow) the process continues; otherwise it is back to the beginning (dashed arrow). fter the interview, references are checked if these are satisfactory, the potential employer will compare to other applicants (solid arrow); if not, the jobseeker will need to go back to looking for jobs once again (dashed arrow). Finally, if the job seeker is deemed the best of all of the applicants (solid arrow), they will be offered the job; otherwise it is back to the start (dashed arrow). From this point, they can accept the job (solid arrow) or decline the offer and once again go looking for jobs (dashed arrow).

15 UNIT THREE Items 5-7 refer to Image 1. Image 1. This cartoon was published in an merican newspaper in 1922 following national elections. The cartoon depicts a politician before (left) and after (right) an election. Item 5 The cartoon depicts the politician following the election to be Item 6 I am a homespun man a fr-r-riend of the pee pul I can t be bothered with small matters I m busy attending to affairs of state usy looking after the welfare of the people loof towards the people whom he promised to help More concerned with the small matters of the people than with the larger problems Neglectful of the matters of state What would be the function of this cartoon being published FTER an election? To congratulate the politician on been elected To remind people whom they voted for To remark on the politician s new clothes To remind the people that the politician has not delivered what he promised

16 UNIT THREE Item 7 Which of the options below best describes the technique the author has used to get the point of the cartoon across? Rhetorical question Exaggeration Juxtaposition Humour Items 8-11 refer to Image 2. No. 1. The Glasgow (Scotland) voter has only one name his ward councilman to vote for, and he has the best city government in the world. No. 2. The es Moines (Iowa) voter has only five men on his ticket, and has the best city government in the United States. No 3. The Portland, Oregon, voter has in this year of our Lord 1912, about 100 candidates for office on his ticket; and 39 long initiative and referendum proposed state laws, and 22 proposed city laws and altogether proposing an indebtedness on the taxpayers of forty to fifty millions of dollars. It is safe to say that all this proposed law making will not even be read by one-fourth of the voters and no man can know what his rights or obligations may be under these circumstances. Image 2. This cartoon, by Joseph Gaston, depicts three voters in different parts of the world. The caption describes the voting systems in each city.

17 UNIT THREE Item 8 Judging by the cartoon and the accompanying text, how does the author feel about the voting system in Oregon? Item 9 What is the relationship between the amount of information on the ballot ticket and the author s opinion of the voting system? s the amount of information decreases, the author s opinion of the voting system increases. s the amount of information increases, the author s opinion of the voting system decreases. There is no pattern. Not enough information is given to decide upon a pattern. Item 10 How does this cartoon defy Twenty-first entury ideas of democracy? Item 11 He thinks that the Oregon system of voting is superior to that of Glasgow s and es Moines because the voters are fully involved in the democratic processes. He thinks that the Oregon system of voting is superior to that of Glasgow s and es Moines because voters in Oregon are more interested in the laws proposed by their council. He thinks that the Oregon system of voting is inferior to that of Glasgow s and es Moines because voters in Oregon are not told as much about their laws as voters in the other cities. He thinks that the Oregon system of voting is inferior to that of Glasgow s and es Moines because voters in Oregon are given so much information that they cannot meaningfully process it. The cartoon endorses the government not giving all relevant information to the voter. The cartoon depicts the character from the least democratic city as the happiest. The cartoon suggests only men should be actors in democratic processes. The cartoon depicts people voting outside voting booths, which goes against privacy laws. To support the point he is making in the cartoon, the author rew the characters similarly to illustrate that their democratic processes were equal. Gave all characters hats to show that all voters at the time were of high society. Made the cartoon black and white to show that political processes are dull. epicted the voter from Oregon as tired and old as opposed to the attractive, young voters from Glasgow and es Moines.

18 UNIT THREE Items refer to both images. Item 12 What are two similarities between the two political cartoons? Item 13 They are both by men and they are both negative towards the government. They are both negative towards politics and they both use comparison to support their statements. They both encourage voters to be more active in their participation in political processes and they are both by men. They are both drawn in black and white and they both depict voters. One reviewer wrote, It is absolutely disgusting that this cartoonist has depicted our government and governmental systems as being ineffective. The reviewer is most likely writing about oth cartoons. Neither cartoon. Only Image 1. Only Image 2.

19 UNIT THREE Items 5-7 refer to Image 1. Image 1. This cartoon was published in an merican newspaper in 1922 following national elections. The cartoon depicts a politician before (left) and after (right) an election. Item 5 The cartoon depicts the politician following the election to be Item 6 I am a homespun man a fr-r-riend of the pee pul I can t be bothered with small matters I m busy attending to affairs of state usy looking after the welfare of the people loof towards the people whom he promised to help More concerned with the small matters of the people than with the larger problems Neglectful of the matters of state What would be the function of this cartoon being published FTER an election? To congratulate the politician on been elected To remind people whom they voted for To remark on the politician s new clothes To remind the people that the politician has not delivered what he promised

20 UNIT THREE Item 7 Which of the options below best describes the technique the author has used to get the point of the cartoon across? Rhetorical question Exaggeration Juxtaposition Humour Items 8-11 refer to Image 2. No. 1. The Glasgow (Scotland) voter has only one name his ward councilman to vote for, and he has the best city government in the world. No. 2. The es Moines (Iowa) voter has only five men on his ticket, and has the best city government in the United States. No 3. The Portland, Oregon, voter has in this year of our Lord 1912, about 100 candidates for office on his ticket; and 39 long initiative and referendum proposed state laws, and 22 proposed city laws and altogether proposing an indebtedness on the taxpayers of forty to fifty millions of dollars. It is safe to say that all this proposed law making will not even be read by one-fourth of the voters and no man can know what his rights or obligations may be under these circumstances. Image 2. This cartoon, by Joseph Gaston, depicts three voters in different parts of the world. The caption describes the voting systems in each city.

21 UNIT THREE Item 8 Judging by the cartoon and the accompanying text, how does the author feel about the voting system in Oregon? Item 9 What is the relationship between the amount of information on the ballot ticket and the author s opinion of the voting system? s the amount of information decreases, the author s opinion of the voting system increases. s the amount of information increases, the author s opinion of the voting system decreases. There is no pattern. Not enough information is given to decide upon a pattern. Item 10 How does this cartoon defy Twenty-first entury ideas of democracy? Item 11 He thinks that the Oregon system of voting is superior to that of Glasgow s and es Moines because the voters are fully involved in the democratic processes. He thinks that the Oregon system of voting is superior to that of Glasgow s and es Moines because voters in Oregon are more interested in the laws proposed by their council. He thinks that the Oregon system of voting is inferior to that of Glasgow s and es Moines because voters in Oregon are not told as much about their laws as voters in the other cities. He thinks that the Oregon system of voting is inferior to that of Glasgow s and es Moines because voters in Oregon are given so much information that they cannot meaningfully process it. The cartoon endorses the government not giving all relevant information to the voter. The cartoon depicts the character from the least democratic city as the happiest. The cartoon suggests only men should be actors in democratic processes. The cartoon depicts people voting outside voting booths, which goes against privacy laws. To support the point he is making in the cartoon, the author rew the characters similarly to illustrate that their democratic processes were equal. Gave all characters hats to show that all voters at the time were of high society. Made the cartoon black and white to show that political processes are dull. epicted the voter from Oregon as tired and old as opposed to the attractive, young voters from Glasgow and es Moines.

22 UNIT THREE Items refer to both images. Item 12 What are two similarities between the two political cartoons? Item 13 They are both by men and they are both negative towards the government. They are both negative towards politics and they both use comparison to support their statements. They both encourage voters to be more active in their participation in political processes and they are both by men. They are both drawn in black and white and they both depict voters. One reviewer wrote, It is absolutely disgusting that this cartoonist has depicted our government and governmental systems as being ineffective. The reviewer is most likely writing about oth cartoons. Neither cartoon. Only Image 1. Only Image 2.

23 Marking Scheme Unit Three Students were asked to answer multiple choice questions based on the two political cartoons provided. Image 1 showed illustrations of the same politician before and after he was voted into power, while Image 2 showed three voters, all from different cities with different voting systems. Es Present in Unit: 4 Interpreting the meaning of words or other symbols. 5 Interpreting the meaning of pictures/illustrations. 29 omparing/contrasting. 43 nalysing. Item 5:. The after illustration of the politician shows him dressed in upper class clothing with his nose up and eyes closed. He states, I can t be bothered with small matters I m busy attending to affairs of state. This indicates that he is not looking after the welfare of the people and is also not concerned about the small matters of the people this rules out options and. He is clearly not neglectful of matters of state, either ( I m busy attending to affairs of state ) this rules out. He is, however, acting aloof towards the people he promised to help. In the before illustration, he promise to be a friend of the people, and is shown presumably addressing the people in clothes that liken him to the middle and lower classes. This is not the case in the after illustration, where he has clearly gone back on his promises and is no longer interested in the people. Item 6:. This cartoon is clearly against the politician, as it depicts him as someone who doesn t keep his promises and does not care about the people. Thus, option is unlikely. While the cartoon does draw into focus the politician s clothing, this is not the function of the cartoon, ruling out option. Option is also somewhat correct in that it does remind the people for whom they voted, except again this is not the main function of the cartoon this rules out. The main function of the cartoon is to remind the people that the politician has gone back on the promises he made before he was elected, as illustrated in the cartoon by the politician making promises in the before picture and clearly not delivering those promises in the after picture. Item 7:. The author has not used any rhetorical questions in this cartoon. Exaggeration is possible in regards to the expression on the politician s face and his clothing; however, this is not the most correct answer. The cartoon is also not very humorous. The cartoon does use juxtaposition to demonstrate the differences between the politician before and after he was elected. This is achieved by placing the before and after pictures side by side. This marking scheme is continued on the next page...

24 Marking Scheme Unit Three Item 8:. In this cartoon, the author is definitely marginalising the Oregon system of voting. This leaves and as possible options, eliminating and. can be eliminated as the author has clearly stated that the Oregon voters are given too much information. Item 9:. There is definitely a pattern that can be discerned from the caption. The Glasgow voter has one name on his ticket and the author states that he has the best city government in the world; the es Moines voter has five names on his ticket and has the best city government in the United States. The Oregon voter has about 100 names (as well as other laws etc.) and it is clear that the author views this city government as the least effective. Thus, as the amount of information increases, the author s opinion of the voting system decreases. Item 10:. Twenty-first entury ideas of democracy involve transparency in the government and the right of the people to know about what is happening in the government and have a say. This cartoon goes against those ideas by implying that the best way to run a government is to give the voters as little information as possible. This is the most relevant answer to the question. Item 11:. The author did not draw all characters in this cartoon similarly, thus eliminating option. Option does not support the point that the author is trying to make in the cartoon; neither does. The author has depicted the voter from Oregon as sad, tired and old to show that the Oregon system of voting is the least desirable. This is in contrast to the voters from Glasgow and es Moines, who are both shown as attractive young men. lso note that the Glasgow and es Moines voters have a completely different stance to that of the Oregon voter, making the latter appear even less appealing. Item 12:. The students could not have known (for a fact, even if they could guess) that the cartoons were both by men, thus eliminating options and. Option is also incorrect as neither show voting as a very desirable activity, and Image 2 certainly does not encourage active participation in voting it encourages as little participation as possible. Option is incorrect as only Image 2 depicts voters; Image 1 depicts the politician who has been voted in. Item 13:. oth cartoons depict governmental systems as ineffective, as the first demonstrates that politicians are not held to their promises, while the second criticises the voting system.